MAKER CULTURE AND PEDAGOGICAL INNOVATION IN BASIC EDUCATION: PRACTICES, COMPETENCIES AND ACTIVE LEARNING

Abstract

This article examines maker culture as a pedagogical approach capable of fostering innovation in educational practices within basic education, with emphasis on the development of competencies and the strengthening of student protagonism. Grounded in theoretical frameworks related to digital culture, constructionism and active learning, the study discusses the integration of maker culture into the school curriculum, understanding it as a pedagogical project rather than merely a methodology. Methodologically, the article is based on a qualitative analysis of an educational experience developed in a school belonging to the Adventist education network in southern Brazil, considered as an empirical field of application. The analysis indicates that maker practices promote meaningful learning, interdisciplinary integration, creativity, student engagement and a redefinition of the teacher’s role, provided that they are supported by pedagogical intentionality, qualified mediation and curricular planning. It is concluded that maker culture presents significant formative potential for contemporary education, as it articulates theory and practice and responds to the demands of digital culture.